Date of Award
2014
Degree Name
Special Education
College
College of Education
Type of Degree
M.A.
Document Type
Research Paper
First Advisor
Lori Howard
Abstract
This purpose of this study was to determine the effect of the PIES mnemonic strategy on the word problem solving skills of middle school students in inclusive math classes. Participants in the study were 109 students in a rural middle school in a mid-Atlantic state. Seventy-five participants were normally achieving students, and 34 were students with disabilities (Other Health Impairment, Specific Learning Disability, and Emotional/Behavioral Disorders). A pretest consisting of 10 grade-level word problems covering concepts that had already been taught was administered. Students then learned the PIES mnemonic strategy (Picture, Information, Equation, Solution) and participated in five weeks of practice sessions. A posttest was administered, and mean pretest and posttest scores were compared using a paired-sample t-Test. There was a significant difference between pretest and posttest scores for both sixth grade (t (68) = 4.944, p
Note(s)
CISP 615 Special Education Research
Subject(s)
Special education teachers.
Mathematics--Study and teaching.
Learning disabilities.
Recommended Citation
Short, Lisa A., "The Effect of the PIES Mnemonic Strategy on the Word Problem Solving Skills of Middle School Students" (2014). Theses, Dissertations and Capstones. 892.
https://mds.marshall.edu/etd/892
